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CHAPTER IV

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on the activities of the teaching English vocabulary through pictures

at the fourth grade students of SDN Bulukantil No.150, the writer can withdraw

some conclusions. The conclusions are classified into two categories: the process

of using pictures in teaching English vocabularies, the problems of the teaching

English vocabularies through picture, and the solutions of the problems in

teaching English through pictures.

1. The process of using pictures in teaching English vocabularies

The writer used pictures in presentation and practicing section

(listening, reading, speaking, and writing). In presentation section, the

writer showed the pictures to the students, then the writer mentioned the

names of the pictures about particular places and the students should

repeat them. In listening section, the writer showed the students some

pictures and mentioned the names of pictures, then the students repeat

them. In speaking section, the writer asked the students to make a dialogue

with their friends based on the material taken from the notes, then the

writer listened to every word which was uttered by the students and

corrected the mistakes. In reading section, the writer read the vocabulary

twice and asked the students to read them aloud together. The last section

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is writing, the writer showed the pictures and asked the students to write

names of based on the pictures.

2. The problems and the solutions of the teaching English through

pictures at the fourth grade students of SDN Bulukantil No.150,

Surakarta are as follows:

Linguistic problems

- The problem in writing the English vocabulary

The students often missed one letter in one word when they

wrote an English word. To solve the problem, the writer

wrote the word on the whiteboard while presenting the

material. The writer also asked the students to write each

vocabulary for several times.

- The problem in pronouncing the English vocabulary

The students still got difficulty in English word

pronunciation. To solve this problem, the writer

pronounced the words again and again untill the students

could pronounce the words correctly. The writer also asked

them to pronounce the vocabulary by themselves in order to

know whether they could pronounce the vocabulary

correctly or not.

Non-linguistic problems

- Less discipline

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To handle and to keep the class condusive, the writer made

rule in class such as asking the students come to the class to

introduce themselves in English if they did not keep their

attention to the lesson.

- The lack of motivation of the students in doing homework

To increase the students’ motivation to do their homework,

the writer gave them motivating words and gave a lot of

homeworks to the students if they did not do tasks.

B. Suggestions

Based on the conclusions that have been explained previously, the writer

would like to give some suggestions directed to the English teacher, SDN

Bulukantil No.150, Surakarta.

1. . SDN Bulukantil No. 150, Surakarta

It would be better if SDN Bulukantil No. 150, Surakarta provides

the teaching media that are useful to support the English teaching process

so that the teaching learning process will run effectively.

2. English Diploma students

This study is just one effort in improving the students’ vocabulary,

the writer hopes that this final project will be useful to conduct the other

research on the similar problems.

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BIBLIOGRAPHY

Allen, French. Virginia. 1983. Technique in Teaching Vocabulary. New York:

Oxford University.

Brumfit, C J Moon and Tongue, R. 1995. Teaching English to Children.

New York: Longman Group Ltd.

Brown, H. Doouglas. 2000. Priciples of Language Learning and Teaching

Fourth edition. New York: Pearson Education.

Brown, H. Douglas. 2001. Principles of Language Learning and Teaching.

New York: Longman.

Coady, James and Huckin, Thomas. 1997. Second Language Vocabulary

Acquisition. United States: Cambridge University Press.

Harmer, Jeremy. 1998. How to Teach English An Introduction to the Practice

Of English Language Teaching. London: Longman.

McCarthy, Michael. 1990. Vocabulary. Oxford: Oxford University Press.

Philps, Sarah. 1996. Young Learners. Oxford: Oxford University Press.

Sudjana, Dr . H. Nana. 1996. Cara Belajar Siswa Aktif Dalam Proses

Belajar Mengajar. Bandung: Sinar Baru Algesindo.

Suryanto. 2007. English for Young Learners: Melejitkan Potensi Anak

Melalui English Class yang Fun, Asyik, Menarik. Jakarta: Bumi Aksara.

Ur, Penny. 1996. A Course in Language Teaching. New York: Cambridge

University Press.

Wright, Tony. 1987. Roles of Teacher and Learners. Oxford: Oxford University

Press.

INTERNET

http://wikipedia.org/wiki/Learning, (April 16, 2015 at 16:30)

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LESSON PLAN

Lesson : English

Theme : Particular Places

Class : Fourth grade in elementary school

Time : 2x35 minutes

I. Standard Competence

Understanding simple instructions to the action in the school context

II. Basic Competence

Listening

Respond to repeat new vocabulary or sentence in variety of pictures with

a loud utterance.

Speaking

To talk to request or give service way acceptable which involves:

invitation

Reading

Understanding the meaning of vocabulary in context

Writing

Rewrite very simple expressions of invitations and mentions the name of

public places

III. Purpose

Students can understand and mention some activity vocabularies in

English correctly

Students can understand and speak simple sentences

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IV. Material, Methods, Media and Source

1. Material

Mention the name of Public places in English

Write the name of Public places in English

2. Methods

Explanation

Questions-Answer

Assessment-examination

3. Source

The hand book Active English published by Tiga Serangkai for

Fourth grade

V. Learning Activities

1. Preparing ( 10 minutes )

Greetings

Praying

Checks the students attendance

2. Main activities ( 15 minutes )

Teacher shows some pictures about “Particular Places” and

mentions the name of

Students listen the explanations from a teacher about “Particular

Places” and repeat it

Write the name of Particular places in English

Students and teacher said the meaning of particular places

together

3. Practices ( 20 minutes )

Teacher asks the students to do some exercise in group or by

themselves.

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Practice with the group, teacher wrote blank word in the

blackboard and the students answer it fast. They went to front of

class and wrote the answer in the whiteboard.

4. Closing ( 5 minutes )

Teacher repeat the materials

Teacher gives a homework for the students which related about

the material

5. Examination ( 20 minutes )

Teacher distributed the paper to the students which related with

the materials

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